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Every pupil is known and valued as an individual at this welcoming, friendly school. The school's strong Christian values are at the heart of school life. Pupils thrive in an environment where they feel happy and are safe.
The school has high expectations of learning and social development for all pupils. This includes those with special educational needs and/or disabilities (SEND). Relationships between staff and pupils are kind and respectful.
The school encourages pupils to 'be the best they can be'. Pupils have an exceptionally positive approach to learning in and out of the classroom.
Pupils' behaviour is exemplary.
They value the trust that sta...ff place in them. Pupils take their responsibilities very seriously. They care about and look after each other and the school environment.
Staff and pupils do not tolerate bullying of any kind. Pupils say that any disagreements are quickly resolved. Pupils are confident that staff will help them if they have any problems or worries.
The provision for pupils' personal development is remarkable. Pupils benefit from a wide range of thoughtfully planned activities. These opportunities enrich the curriculum and pupils' wider experience.
The school's aim to develop happy and responsible citizens is clear.
What does the school do well and what does it need to do better?
The school provides high-quality training for staff in mathematics and reading. The curriculum is highly effective in these subjects.
As a result, pupils are well prepared for future learning. In mathematics, teachers help pupils to remember key number facts and mathematical vocabulary. Pupils solve mathematical problems confidently.
Pupils explain clearly how they have worked things out.
The school sees reading as the key to success and prioritises it accordingly. Teachers and leaders read to pupils every day.
There is a wide range of high-quality books in the school library and in every classroom. Pupils enjoy a new poem every day. Pupil 'reading buddies' have phonics training.
They help younger children learn to read. Children in Reception get off to a flying start in reading. Pupils in key stage 1 read with increasing confidence and fluency.
There is a strong focus on helping everyone to keep up. Staff provide additional, and precisely focused, help for pupils who need it.
The school's wider curriculum gives pupils a sense of belonging to their community and the wider world.
For example, in geography pupils learn about the school's locality, its place in the United Kingdom and the world. In art and design, pupils learn about local, as well as national and international, artists and designers. Local artists, authors and other professionals are frequent visitors to the school.
Pupils enjoy a wide range of trips that bring the curriculum to life.
A small number of subjects are at an earlier stage of development than others. In these subjects, what pupils know, and can remember, is not supporting new learning as well as it could.
The school is quick to identify, and provide support for, pupils who have additional needs. Thoughtful adaptations ensure that all pupils access the same ambitious curriculum. Parents and carers speak highly of the support their children receive.
The curriculum to promote pupils' personal development is coherently planned, extensive and rich. It prepares pupils to be well-rounded and responsible citizens. Pupil leadership and service for others is an integral, and valued, part of school life.
Pupils understand concepts such as democracy, mutual respect and tolerance. They know that rules help to keep them safe. Pupils have an exceptionally mature understanding of equality.
They know it is important to challenge derogatory language of any kind. Pupils learn how to keep safe online and in the community. The school encourages pupils to try new things both inside and outside the classroom.
Pupils talk animatedly about visits, visitors and the wide range of clubs on offer. Pupils look forward to taking part in residential trips where they are able to try adventurous activities, often for the first time.
Governors bring a range of expertise to their roles.
They know the school well and provide effective support and challenge to school leaders. The school is aware of the work needed to bring about further improvements to the curriculum. Staff appreciate the training they receive.
Staff say that leaders are considerate of their well-being. Staff enjoy being part of a happy and supportive team.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Some foundation subjects are at an earlier stage of implementation than others. This means that pupils do not have the breadth and depth of knowledge they need to support new learning in these subjects. The school should ensure that pupils have regular opportunities to learn, revisit and recall important subject knowledge across the whole curriculum.
